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    – ## DiscussionBoard41.docx – ## week3NeoclassicismtotheRomanticera.docx – ## DISCUSION4REPLY.docx **## DiscussionBoard41.docx** Surname 2 Name Professor Course Date Discussion Board 4 Prompt B: What is the moral point of the Yahoos in Jonathan Swift's Gulliver's Travels? The Yahoos in Gulliver's Tr…

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    – ## DiscussionBoard41.docx

    – ## week3NeoclassicismtotheRomanticera.docx

    – ## DISCUSION4REPLY.docx

    **## DiscussionBoard41.docx**

    Surname 2

    Name

    Professor

    Course

    Date

    Discussion Board 4 Prompt B: What is the moral point of the Yahoos in Jonathan Swift's Gulliver's Travels?

    The Yahoos in Gulliver's Travels represent the negative image of humanity, which reveals the cruel judgment of Swift over human nature. They are depicted as dirty, greedy, lustful and irrational beings that are physically similar to humans but act in low and vile manners. Their primitive urges and utter lack of rationality are different from the Houyhnhnms, who are rational and morally ordered. Swift demonstrates this dichotomy when Gulliver notes, "the Yahoos were the most filthy, noisome, and deformed animals which nature ever produced.” (Swift chapter IX 346). In one scene, the Yahoos fight over shiny rocks they dig up out of the ground, which demonstrates their mindless greed and materialism, as a clear satire of human greed. Through the Yahoos, Swift would indicate that human beings, lacking reason and virtue, are not better than brutes. This ethical teaching is particularly apparent when the behavior of the Yahoos reflects the corruption, selfishness and savagery that Swift observed in European society. By showing them as the natural land residents, untouched by civilization, Swift suggests that the primitiveness of the human race is inherent, and not a factor of poor education or bad government.

    Swift makes Gulliver identify himself as a Yahoo to come to terms with the ugly reality of human nature. First, Gulliver considers himself immensely superior to the Yahoos and denies having anything to do with them. However, the logical comparisons made by his Houyhnhnm master, which point out the similarities in the shape of the bodies and desires, slowly undo the denial of Gulliver. Ultimately, Gulliver must come to terms with the fact that even though he is dressed and speaks like a human, he has the same base instincts as the Yahoos. This point is the core of the satirical intention of Swift: to bring down human pride. The reader is supposed to be put through the same painful realization that Gulliver has been through, and question their own arrogant assumption of moral superiority and progress. Swift describes, “When I happened to behold the reflection of my own form in a lake or fountain, I turned away my face in horror and detestation of myself.” (Swift Chapter X 357). The fact that Gulliver is horrified by his own kind reflects the view of Swift, who believes that humanity, despite its claims of rationality and goodness, is fatally flawed. Gulliver is identified with the Yahoos by Swift as an attempt to demand that self-knowledge is the first step to wisdom, even though it is unpleasant.

    Works Cited

    Swift, Jonathan.
    _Gulliver’s Travels_. Planet eBook. (1726).
    [https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf](https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf)

    **## week3NeoclassicismtotheRomanticera.docx**

    This week you will read a selection of literary works from the Neoclassicism to the Romantic era.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings: Literary Project Instructions**

            From
    [**_British Literature I ,_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) "Part 4: Neoclassicism and the Eighteenth Century”

    · “Introduction,” pages 2120-2124.

    · Aphra Behn,
    _Oroonoko,_ pages 2125-2132.

    · Jonathan Swift,
    _Gulliver’s Travels_, Part IV, Chapters 1-3, pages 2608-2619.

    · Olaudah Equiano, from
    _The Interesting Narrative of the Life of Olaudah Equiano: Or, Gustavus Vassa, the African,_ Chapter II, pages 2906-2917.

                From
    [**_British Literature II_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) **(Volume II),** “Part 1: The Romantic Era”

    · “Intro,” pages 1-5

    · William Wordsworth, “I Wondered Lonely As a Cloud,” pages 37-39, and 66.

    · Dorothy Wordsworth, Grasmere Journal, page 77.

    · Percy Bysshe Shelley, “Ode to the West Wind,” pages 174-176.

    · John Keats, “La Belle Dame Sans Merci,” pages 206-208, 219-220.

               From
    [**_A Glossary of Literary Terms_**](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Novel,” pages 252-258

    · “Satire,” pages 352-355

    · “Ode” pages 262-263

    · “Ballad,” pages 25-26

    **Assignments or Assessments:**
    One Discussion board post and responses:

    · Discussion 4: Neoclassicism and the Eighteenth Century and The Romantic Era

    One reading quiz on the readings for this week.

    One Journal

    **## DISCUSION4REPLY.docx**

    DISCUSION 4 :REPLY

    Post 1)

    The book
    _Gulliver's Travels_ by Jonathan Swift contains several stories, but the one involving the Yahoos is the most interesting and reflective. The Yahoos were human-like brutes, or at least that is how Gulliver viewed them. Throughout the story, the Yahoos are portrayed as selfish and savage. Gulliver is disgusted by them, yet the story delivers a moral lesson: Yahoos are more similar to humans than we want to admit. Even if someone appears civilized, they can hide their deeper flaws. For example, Gulliver kept his clothes at the end of the story because he was embarrassed that the Houyhnhnms compared him to the Yahoos. The Yahoos were greedy and fought over useless things, much like people in 18th-century England, who pursued wealth and power. The moral of the story is that the people we look down on may not be so different from us. Without reason and self-awareness, we are no better than Yahoos. Gulliver is considered a Yahoo by the Houyhnhnms at first, just because of his appearance.  Later, he tries to prove to them that he is not like a Yahoo in behavior. This was difficult for him to explain because he had to learn the Houyhnhnm language, which took him months to learn. Gulliver considered the Yahoos as a "cursed race" that he wanted to keep away from his guise. The Houyhnhnms eventually understood that, although Gulliver looked like a Yahoo, he did not act like one. Swift wanted Gulliver to realize that he was still similar to a Yahoo to send the message that humans, for all their pride, still have deep flaws such as greed and hypocrisy. The speaker compares Gulliver and the Yahoos to show that when we examine what both truly do, the differences fade, and the similarities—like selfishness and moral weakness—become clear.

    Post2)

    In Aphra Behn’s
    _Oroonoko_, the use of realistic detail, especially in her descriptions of plants, animals, clothing, tattoos, and the environment, serves both to ground the narrative in a believable world and to shape the reader’s perception of colonial encounters. These vivid details are not simply decorative. Instead, they create a sense of immediacy and authenticity that makes the story more engaging while also influencing how readers view the people and places being described.

    One of the most striking aspects of Behn’s writing is how she portrays Surinam, the colony where much of the story takes place. She uses lush, sensory language to describe the natural world: “The trees…are always green and always in bloom…The very wood of all the trees has a fragrant smell.” These descriptions show an exotic paradise, but also a space of complexity and unfamiliar beauty. By providing so many concrete details, Behn invites readers into a world that feels real and alive.

    This realism also extends to her descriptions of people. When she writes about Oroonoko’s physical appearance and his tattooed body, she uses language that makes him both noble and striking. Behn states, “He had all the sweetness that is peculiar to his great race.” These physical details are used not just to build character, but also to subtly challenge European stereotypes of African people as inferior. Oroonoko is described with admiration and even idealization, which complicates typical colonial narratives.

    The effect of all this detail is powerful. Behn’s realism helps humanize her characters, build sympathy, and critique colonial systems. The specific imagery she uses encourages the reader to question power, race, and truth in storytelling. Her use of realistic detail, then, is not just descriptive, it’s political and emotional, shaping how we see both the character of Oroonoko and the world he inhabits

    **## DISCUSION4REPLY.docx**

    DISCUSION 4 :REPLY

    Post 1)

    The book
    _Gulliver's Travels_ by Jonathan Swift contains several stories, but the one involving the Yahoos is the most interesting and reflective. The Yahoos were human-like brutes, or at least that is how Gulliver viewed them. Throughout the story, the Yahoos are portrayed as selfish and savage. Gulliver is disgusted by them, yet the story delivers a moral lesson: Yahoos are more similar to humans than we want to admit. Even if someone appears civilized, they can hide their deeper flaws. For example, Gulliver kept his clothes at the end of the story because he was embarrassed that the Houyhnhnms compared him to the Yahoos. The Yahoos were greedy and fought over useless things, much like people in 18th-century England, who pursued wealth and power. The moral of the story is that the people we look down on may not be so different from us. Without reason and self-awareness, we are no better than Yahoos. Gulliver is considered a Yahoo by the Houyhnhnms at first, just because of his appearance.  Later, he tries to prove to them that he is not like a Yahoo in behavior. This was difficult for him to explain because he had to learn the Houyhnhnm language, which took him months to learn. Gulliver considered the Yahoos as a "cursed race" that he wanted to keep away from his guise. The Houyhnhnms eventually understood that, although Gulliver looked like a Yahoo, he did not act like one. Swift wanted Gulliver to realize that he was still similar to a Yahoo to send the message that humans, for all their pride, still have deep flaws such as greed and hypocrisy. The speaker compares Gulliver and the Yahoos to show that when we examine what both truly do, the differences fade, and the similarities—like selfishness and moral weakness—become clear.

    Post2)

    In Aphra Behn’s
    _Oroonoko_, the use of realistic detail, especially in her descriptions of plants, animals, clothing, tattoos, and the environment, serves both to ground the narrative in a believable world and to shape the reader’s perception of colonial encounters. These vivid details are not simply decorative. Instead, they create a sense of immediacy and authenticity that makes the story more engaging while also influencing how readers view the people and places being described.

    One of the most striking aspects of Behn’s writing is how she portrays Surinam, the colony where much of the story takes place. She uses lush, sensory language to describe the natural world: “The trees…are always green and always in bloom…The very wood of all the trees has a fragrant smell.” These descriptions show an exotic paradise, but also a space of complexity and unfamiliar beauty. By providing so many concrete details, Behn invites readers into a world that feels real and alive.

    This realism also extends to her descriptions of people. When she writes about Oroonoko’s physical appearance and his tattooed body, she uses language that makes him both noble and striking. Behn states, “He had all the sweetness that is peculiar to his great race.” These physical details are used not just to build character, but also to subtly challenge European stereotypes of African people as inferior. Oroonoko is described with admiration and even idealization, which complicates typical colonial narratives.

    The effect of all this detail is powerful. Behn’s realism helps humanize her characters, build sympathy, and critique colonial systems. The specific imagery she uses encourages the reader to question power, race, and truth in storytelling. Her use of realistic detail, then, is not just descriptive, it’s political and emotional, shaping how we see both the character of Oroonoko and the world he inhabits

    **## DiscussionBoard41.docx**

    Surname 2

    Name

    Professor

    Course

    Date

    Discussion Board 4 Prompt B: What is the moral point of the Yahoos in Jonathan Swift's Gulliver's Travels?

    The Yahoos in Gulliver's Travels represent the negative image of humanity, which reveals the cruel judgment of Swift over human nature. They are depicted as dirty, greedy, lustful and irrational beings that are physically similar to humans but act in low and vile manners. Their primitive urges and utter lack of rationality are different from the Houyhnhnms, who are rational and morally ordered. Swift demonstrates this dichotomy when Gulliver notes, "the Yahoos were the most filthy, noisome, and deformed animals which nature ever produced.” (Swift chapter IX 346). In one scene, the Yahoos fight over shiny rocks they dig up out of the ground, which demonstrates their mindless greed and materialism, as a clear satire of human greed. Through the Yahoos, Swift would indicate that human beings, lacking reason and virtue, are not better than brutes. This ethical teaching is particularly apparent when the behavior of the Yahoos reflects the corruption, selfishness and savagery that Swift observed in European society. By showing them as the natural land residents, untouched by civilization, Swift suggests that the primitiveness of the human race is inherent, and not a factor of poor education or bad government.

    Swift makes Gulliver identify himself as a Yahoo to come to terms with the ugly reality of human nature. First, Gulliver considers himself immensely superior to the Yahoos and denies having anything to do with them. However, the logical comparisons made by his Houyhnhnm master, which point out the similarities in the shape of the bodies and desires, slowly undo the denial of Gulliver. Ultimately, Gulliver must come to terms with the fact that even though he is dressed and speaks like a human, he has the same base instincts as the Yahoos. This point is the core of the satirical intention of Swift: to bring down human pride. The reader is supposed to be put through the same painful realization that Gulliver has been through, and question their own arrogant assumption of moral superiority and progress. Swift describes, “When I happened to behold the reflection of my own form in a lake or fountain, I turned away my face in horror and detestation of myself.” (Swift Chapter X 357). The fact that Gulliver is horrified by his own kind reflects the view of Swift, who believes that humanity, despite its claims of rationality and goodness, is fatally flawed. Gulliver is identified with the Yahoos by Swift as an attempt to demand that self-knowledge is the first step to wisdom, even though it is unpleasant.

    Works Cited

    Swift, Jonathan.
    _Gulliver’s Travels_. Planet eBook. (1726).
    [https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf](https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf)

    **## week3NeoclassicismtotheRomanticera.docx**

    This week you will read a selection of literary works from the Neoclassicism to the Romantic era.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings: Literary Project Instructions**

            From
    [**_British Literature I ,_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) "Part 4: Neoclassicism and the Eighteenth Century”

    · “Introduction,” pages 2120-2124.

    · Aphra Behn,
    _Oroonoko,_ pages 2125-2132.

    · Jonathan Swift,
    _Gulliver’s Travels_, Part IV, Chapters 1-3, pages 2608-2619.

    · Olaudah Equiano, from
    _The Interesting Narrative of the Life of Olaudah Equiano: Or, Gustavus Vassa, the African,_ Chapter II, pages 2906-2917.

                From
    [**_British Literature II_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) **(Volume II),** “Part 1: The Romantic Era”

    · “Intro,” pages 1-5

    · William Wordsworth, “I Wondered Lonely As a Cloud,” pages 37-39, and 66.

    · Dorothy Wordsworth, Grasmere Journal, page 77.

    · Percy Bysshe Shelley, “Ode to the West Wind,” pages 174-176.

    · John Keats, “La Belle Dame Sans Merci,” pages 206-208, 219-220.

               From
    [**_A Glossary of Literary Terms_**](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Novel,” pages 252-258

    · “Satire,” pages 352-355

    · “Ode” pages 262-263

    · “Ballad,” pages 25-26

    **Assignments or Assessments:**
    One Discussion board post and responses:

    · Discussion 4: Neoclassicism and the Eighteenth Century and The Romantic Era

    One reading quiz on the readings for this week.

    One Journal

    **## DISCUSION4REPLY.docx**

    DISCUSION 4 :REPLY

    Post 1)

    The book
    _Gulliver's Travels_ by Jonathan Swift contains several stories, but the one involving the Yahoos is the most interesting and reflective. The Yahoos were human-like brutes, or at least that is how Gulliver viewed them. Throughout the story, the Yahoos are portrayed as selfish and savage. Gulliver is disgusted by them, yet the story delivers a moral lesson: Yahoos are more similar to humans than we want to admit. Even if someone appears civilized, they can hide their deeper flaws. For example, Gulliver kept his clothes at the end of the story because he was embarrassed that the Houyhnhnms compared him to the Yahoos. The Yahoos were greedy and fought over useless things, much like people in 18th-century England, who pursued wealth and power. The moral of the story is that the people we look down on may not be so different from us. Without reason and self-awareness, we are no better than Yahoos. Gulliver is considered a Yahoo by the Houyhnhnms at first, just because of his appearance.  Later, he tries to prove to them that he is not like a Yahoo in behavior. This was difficult for him to explain because he had to learn the Houyhnhnm language, which took him months to learn. Gulliver considered the Yahoos as a "cursed race" that he wanted to keep away from his guise. The Houyhnhnms eventually understood that, although Gulliver looked like a Yahoo, he did not act like one. Swift wanted Gulliver to realize that he was still similar to a Yahoo to send the message that humans, for all their pride, still have deep flaws such as greed and hypocrisy. The speaker compares Gulliver and the Yahoos to show that when we examine what both truly do, the differences fade, and the similarities—like selfishness and moral weakness—become clear.

    Post2)

    In Aphra Behn’s
    _Oroonoko_, the use of realistic detail, especially in her descriptions of plants, animals, clothing, tattoos, and the environment, serves both to ground the narrative in a believable world and to shape the reader’s perception of colonial encounters. These vivid details are not simply decorative. Instead, they create a sense of immediacy and authenticity that makes the story more engaging while also influencing how readers view the people and places being described.

    One of the most striking aspects of Behn’s writing is how she portrays Surinam, the colony where much of the story takes place. She uses lush, sensory language to describe the natural world: “The trees…are always green and always in bloom…The very wood of all the trees has a fragrant smell.” These descriptions show an exotic paradise, but also a space of complexity and unfamiliar beauty. By providing so many concrete details, Behn invites readers into a world that feels real and alive.

    This realism also extends to her descriptions of people. When she writes about Oroonoko’s physical appearance and his tattooed body, she uses language that makes him both noble and striking. Behn states, “He had all the sweetness that is peculiar to his great race.” These physical details are used not just to build character, but also to subtly challenge European stereotypes of African people as inferior. Oroonoko is described with admiration and even idealization, which complicates typical colonial narratives.

    The effect of all this detail is powerful. Behn’s realism helps humanize her characters, build sympathy, and critique colonial systems. The specific imagery she uses encourages the reader to question power, race, and truth in storytelling. Her use of realistic detail, then, is not just descriptive, it’s political and emotional, shaping how we see both the character of Oroonoko and the world he inhabits

    **## DiscussionBoard41.docx**

    Surname 2

    Name

    Professor

    Course

    Date

    Discussion Board 4 Prompt B: What is the moral point of the Yahoos in Jonathan Swift's Gulliver's Travels?

    The Yahoos in Gulliver's Travels represent the negative image of humanity, which reveals the cruel judgment of Swift over human nature. They are depicted as dirty, greedy, lustful and irrational beings that are physically similar to humans but act in low and vile manners. Their primitive urges and utter lack of rationality are different from the Houyhnhnms, who are rational and morally ordered. Swift demonstrates this dichotomy when Gulliver notes, "the Yahoos were the most filthy, noisome, and deformed animals which nature ever produced.” (Swift chapter IX 346). In one scene, the Yahoos fight over shiny rocks they dig up out of the ground, which demonstrates their mindless greed and materialism, as a clear satire of human greed. Through the Yahoos, Swift would indicate that human beings, lacking reason and virtue, are not better than brutes. This ethical teaching is particularly apparent when the behavior of the Yahoos reflects the corruption, selfishness and savagery that Swift observed in European society. By showing them as the natural land residents, untouched by civilization, Swift suggests that the primitiveness of the human race is inherent, and not a factor of poor education or bad government.

    Swift makes Gulliver identify himself as a Yahoo to come to terms with the ugly reality of human nature. First, Gulliver considers himself immensely superior to the Yahoos and denies having anything to do with them. However, the logical comparisons made by his Houyhnhnm master, which point out the similarities in the shape of the bodies and desires, slowly undo the denial of Gulliver. Ultimately, Gulliver must come to terms with the fact that even though he is dressed and speaks like a human, he has the same base instincts as the Yahoos. This point is the core of the satirical intention of Swift: to bring down human pride. The reader is supposed to be put through the same painful realization that Gulliver has been through, and question their own arrogant assumption of moral superiority and progress. Swift describes, “When I happened to behold the reflection of my own form in a lake or fountain, I turned away my face in horror and detestation of myself.” (Swift Chapter X 357). The fact that Gulliver is horrified by his own kind reflects the view of Swift, who believes that humanity, despite its claims of rationality and goodness, is fatally flawed. Gulliver is identified with the Yahoos by Swift as an attempt to demand that self-knowledge is the first step to wisdom, even though it is unpleasant.

    Works Cited

    Swift, Jonathan.
    _Gulliver’s Travels_. Planet eBook. (1726).
    [https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf](https://antilogicalism.com/wp-content/uploads/2018/04/gullivers-travels.pdf)

    **## week3NeoclassicismtotheRomanticera.docx**

    This week you will read a selection of literary works from the Neoclassicism to the Romantic era.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings: Literary Project Instructions**

            From
    [**_British Literature I ,_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) "Part 4: Neoclassicism and the Eighteenth Century”

    · “Introduction,” pages 2120-2124.

    · Aphra Behn,
    _Oroonoko,_ pages 2125-2132.

    · Jonathan Swift,
    _Gulliver’s Travels_, Part IV, Chapters 1-3, pages 2608-2619.

    · Olaudah Equiano, from
    _The Interesting Narrative of the Life of Olaudah Equiano: Or, Gustavus Vassa, the African,_ Chapter II, pages 2906-2917.

                From
    [**_British Literature II_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) **(Volume II),** “Part 1: The Romantic Era”

    · “Intro,” pages 1-5

    · William Wordsworth, “I Wondered Lonely As a Cloud,” pages 37-39, and 66.

    · Dorothy Wordsworth, Grasmere Journal, page 77.

    · Percy Bysshe Shelley, “Ode to the West Wind,” pages 174-176.

    · John Keats, “La Belle Dame Sans Merci,” pages 206-208, 219-220.

               From
    [**_A Glossary of Literary Terms_**](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Novel,” pages 252-258

    · “Satire,” pages 352-355

    · “Ode” pages 262-263

    · “Ballad,” pages 25-26

    **Assignments or Assessments:**
    One Discussion board post and responses:

    · Discussion 4: Neoclassicism and the Eighteenth Century and The Romantic Era

    One reading quiz on the readings for this week.

    One Journal

    **## DISCUSION4REPLY.docx**

    DISCUSION 4 :REPLY

    Post 1)

    The book
    _Gulliver's Travels_ by Jonathan Swift contains several stories, but the one involving the Yahoos is the most interesting and reflective. The Yahoos were human-like brutes, or at least that is how Gulliver viewed them. Throughout the story, the Yahoos are portrayed as selfish and savage. Gulliver is disgusted by them, yet the story delivers a moral lesson: Yahoos are more similar to humans than we want to admit. Even if someone appears civilized, they can hide their deeper flaws. For example, Gulliver kept his clothes at the end of the story because he was embarrassed that the Houyhnhnms compared him to the Yahoos. The Yahoos were greedy and fought over useless things, much like people in 18th-century England, who pursued wealth and power. The moral of the story is that the people we look down on may not be so different from us. Without reason and self-awareness, we are no better than Yahoos. Gulliver is considered a Yahoo by the Houyhnhnms at first, just because of his appearance.  Later, he tries to prove to them that he is not like a Yahoo in behavior. This was difficult for him to explain because he had to learn the Houyhnhnm language, which took him months to learn. Gulliver considered the Yahoos as a "cursed race" that he wanted to keep away from his guise. The Houyhnhnms eventually understood that, although Gulliver looked like a Yahoo, he did not act like one. Swift wanted Gulliver to realize that he was still similar to a Yahoo to send the message that humans, for all their pride, still have deep flaws such as greed and hypocrisy. The speaker compares Gulliver and the Yahoos to show that when we examine what both truly do, the differences fade, and the similarities—like selfishness and moral weakness—become clear.

    Post2)

    In Aphra Behn’s
    _Oroonoko_, the use of realistic detail, especially in her descriptions of plants, animals, clothing, tattoos, and the environment, serves both to ground the narrative in a believable world and to shape the reader’s perception of colonial encounters. These vivid details are not simply decorative. Instead, they create a sense of immediacy and authenticity that makes the story more engaging while also influencing how readers view the people and places being described.

    One of the most striking aspects of Behn’s writing is how she portrays Surinam, the colony where much of the story takes place. She uses lush, sensory language to describe the natural world: “The trees…are always green and always in bloom…The very wood of all the trees has a fragrant smell.” These descriptions show an exotic paradise, but also a space of complexity and unfamiliar beauty. By providing so many concrete details, Behn invites readers into a world that feels real and alive.

    This realism also extends to her descriptions of people. When she writes about Oroonoko’s physical appearance and his tattooed body, she uses language that makes him both noble and striking. Behn states, “He had all the sweetness that is peculiar to his great race.” These physical details are used not just to build character, but also to subtly challenge European stereotypes of African people as inferior. Oroonoko is described with admiration and even idealization, which complicates typical colonial narratives.

    The effect of all this detail is powerful. Behn’s realism helps humanize her characters, build sympathy, and critique colonial systems. The specific imagery she uses encourages the reader to question power, race, and truth in storytelling. Her use of realistic detail, then, is not just descriptive, it’s political and emotional, shaping how we see both the character of Oroonoko and the world he inhabits

    – 1
    – 2
    – 3

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    – ## week4discussion.docx – ## WeekFourpleasereadcarefully.docx **## week4discussion.docx** Discussion Board 5: The Victorian Age and Modernist Age For this discussion board, you will choose any one of the following prompts. Once you have made your selection, please draft your initial post based on …

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    – ## week4discussion.docx

    – ## WeekFourpleasereadcarefully.docx

    **## week4discussion.docx**

    Discussion Board 5: The Victorian Age and Modernist Age

    For this discussion board, you will choose any one of the following prompts. Once you have made your selection, please draft your initial post based on the instructions below.

    a.  The poem, The Last Duchess" is called a dramatic monologue because it consists entirely of the words of a single speaker (persona) who reveals in his speech his own nature and the dramatic situation in which he finds himself. The dramatic monologue reveals its own place and time as it proceeds to uncover the psychology of the speaker at a significant moment in his or her life. Browning's Duke has been labeled (despite his apparent cunning) as "witless"–why?

    b. How does the matching of sound and meaning in “Ulysses,” for example, affect your understanding of the poem? Particularly consider its last stanza.

    c. Does Dickens offer a coherent social program or political vision in this novel in the four chapters you read? Remember to use textual evidence to back up your answer.

    d. Why does Woolf claim that, in order to write fiction, a woman must have a room of her own? How do women writers’ situations differ from those of their male counterparts?

    e. Why does T. S. Eliot use so many allusions in this poem, do you think? How does he use them? What’s the effect of his using them?

    f. What, if any, absurd dramatic and/or thematic elements does
    _Waiting for Godot_ possess? Why, and to what effect? Read the characteristics of the
    [T](https://www.britannica.com/art/Theatre-of-the-Absurd) [heatre of the Absurd](https://www.britannica.com/art/Theatre-of-the-Absurd) here.

    Please compose your post in formal prose that obeys writing conventions, e.g., capitalize the first letter of every word at the beginning of the sentence, end sentences with periods, avoid run on sentences, use formal words, avoid language that is informal. This is an English course, and you will be graded on the basis of the proper use of the language and writing conventions.

    You are encouraged to use quotations as they serve as textual evidence. Absence of quotations can compromise the quality of your response. If you choose to use quotations, please ensure that you format them correctly using the quotation sandwich method (see  [Quote Sandwich Example Handout.](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/csfiles/home_dir/courses/2023SU-ENGL-2321-83640/Quote%20Sandwich%20Example%20Handout(1).doc) )

    Revise, edit, and proofread before you post them here. Please cite any source you use for this post. Please do not copy and paste from the web. I will be checking for plagiarism by running your writing through a plagiarism checker. If I feel you have copied from some outside source without proper documentation, I reserve the right to give you a zero on the assignment.

    As with all discussion boards, your initial response should be at least 300 words. Then reply to two (2) other posts. Your response should be of at least 100 words each.  Feel free to exceed these minimum requirements. Try to pick students who do not have any comments yet. When commenting, please add to the conversation by making a connection to the other person.  Please compose your post in academic prose that demonstrates clear purpose and logical organization. Most importantly, make sure your initial post comprises of more than one paragraph.

    **## WeekFourpleasereadcarefully.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of one’s Own,”
    [Chapter 1](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html)

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**

    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    · eBooks

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    ·
    **Checklist:**

    · Read lesson material/watch videos

    · Complete annotation

    · Complete the discussion board posts and the responses

    · Complete the one reading quiz

    · Submit major assignment

    The textbooks for this class are all open access, which means you can access them by clicking on the hyperlink. No need to purchase or pay for it.

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    **## WeekFourpleasereadcarefully.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of one’s Own,”
    [Chapter 1](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html)

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**

    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    · eBooks

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    ·
    **Checklist:**

    · Read lesson material/watch videos

    · Complete annotation

    · Complete the discussion board posts and the responses

    · Complete the one reading quiz

    · Submit major assignment

    The textbooks for this class are all open access, which means you can access them by clicking on the hyperlink. No need to purchase or pay for it.

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    **## week4discussion.docx**

    Discussion Board 5: The Victorian Age and Modernist Age

    For this discussion board, you will choose any one of the following prompts. Once you have made your selection, please draft your initial post based on the instructions below.

    a.  The poem, The Last Duchess" is called a dramatic monologue because it consists entirely of the words of a single speaker (persona) who reveals in his speech his own nature and the dramatic situation in which he finds himself. The dramatic monologue reveals its own place and time as it proceeds to uncover the psychology of the speaker at a significant moment in his or her life. Browning's Duke has been labeled (despite his apparent cunning) as "witless"–why?

    b. How does the matching of sound and meaning in “Ulysses,” for example, affect your understanding of the poem? Particularly consider its last stanza.

    c. Does Dickens offer a coherent social program or political vision in this novel in the four chapters you read? Remember to use textual evidence to back up your answer.

    d. Why does Woolf claim that, in order to write fiction, a woman must have a room of her own? How do women writers’ situations differ from those of their male counterparts?

    e. Why does T. S. Eliot use so many allusions in this poem, do you think? How does he use them? What’s the effect of his using them?

    f. What, if any, absurd dramatic and/or thematic elements does
    _Waiting for Godot_ possess? Why, and to what effect? Read the characteristics of the
    [T](https://www.britannica.com/art/Theatre-of-the-Absurd) [heatre of the Absurd](https://www.britannica.com/art/Theatre-of-the-Absurd) here.

    Please compose your post in formal prose that obeys writing conventions, e.g., capitalize the first letter of every word at the beginning of the sentence, end sentences with periods, avoid run on sentences, use formal words, avoid language that is informal. This is an English course, and you will be graded on the basis of the proper use of the language and writing conventions.

    You are encouraged to use quotations as they serve as textual evidence. Absence of quotations can compromise the quality of your response. If you choose to use quotations, please ensure that you format them correctly using the quotation sandwich method (see  [Quote Sandwich Example Handout.](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/csfiles/home_dir/courses/2023SU-ENGL-2321-83640/Quote%20Sandwich%20Example%20Handout(1).doc) )

    Revise, edit, and proofread before you post them here. Please cite any source you use for this post. Please do not copy and paste from the web. I will be checking for plagiarism by running your writing through a plagiarism checker. If I feel you have copied from some outside source without proper documentation, I reserve the right to give you a zero on the assignment.

    As with all discussion boards, your initial response should be at least 300 words. Then reply to two (2) other posts. Your response should be of at least 100 words each.  Feel free to exceed these minimum requirements. Try to pick students who do not have any comments yet. When commenting, please add to the conversation by making a connection to the other person.  Please compose your post in academic prose that demonstrates clear purpose and logical organization. Most importantly, make sure your initial post comprises of more than one paragraph.

    **## WeekFourpleasereadcarefully.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of one’s Own,”
    [Chapter 1](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html)

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**

    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    · eBooks

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    ·
    **Checklist:**

    · Read lesson material/watch videos

    · Complete annotation

    · Complete the discussion board posts and the responses

    · Complete the one reading quiz

    · Submit major assignment

    The textbooks for this class are all open access, which means you can access them by clicking on the hyperlink. No need to purchase or pay for it.

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    **## week4discussion.docx**

    Discussion Board 5: The Victorian Age and Modernist Age

    For this discussion board, you will choose any one of the following prompts. Once you have made your selection, please draft your initial post based on the instructions below.

    a.  The poem, The Last Duchess" is called a dramatic monologue because it consists entirely of the words of a single speaker (persona) who reveals in his speech his own nature and the dramatic situation in which he finds himself. The dramatic monologue reveals its own place and time as it proceeds to uncover the psychology of the speaker at a significant moment in his or her life. Browning's Duke has been labeled (despite his apparent cunning) as "witless"–why?

    b. How does the matching of sound and meaning in “Ulysses,” for example, affect your understanding of the poem? Particularly consider its last stanza.

    c. Does Dickens offer a coherent social program or political vision in this novel in the four chapters you read? Remember to use textual evidence to back up your answer.

    d. Why does Woolf claim that, in order to write fiction, a woman must have a room of her own? How do women writers’ situations differ from those of their male counterparts?

    e. Why does T. S. Eliot use so many allusions in this poem, do you think? How does he use them? What’s the effect of his using them?

    f. What, if any, absurd dramatic and/or thematic elements does
    _Waiting for Godot_ possess? Why, and to what effect? Read the characteristics of the
    [T](https://www.britannica.com/art/Theatre-of-the-Absurd) [heatre of the Absurd](https://www.britannica.com/art/Theatre-of-the-Absurd) here.

    Please compose your post in formal prose that obeys writing conventions, e.g., capitalize the first letter of every word at the beginning of the sentence, end sentences with periods, avoid run on sentences, use formal words, avoid language that is informal. This is an English course, and you will be graded on the basis of the proper use of the language and writing conventions.

    You are encouraged to use quotations as they serve as textual evidence. Absence of quotations can compromise the quality of your response. If you choose to use quotations, please ensure that you format them correctly using the quotation sandwich method (see  [Quote Sandwich Example Handout.](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/csfiles/home_dir/courses/2023SU-ENGL-2321-83640/Quote%20Sandwich%20Example%20Handout(1).doc) )

    Revise, edit, and proofread before you post them here. Please cite any source you use for this post. Please do not copy and paste from the web. I will be checking for plagiarism by running your writing through a plagiarism checker. If I feel you have copied from some outside source without proper documentation, I reserve the right to give you a zero on the assignment.

    As with all discussion boards, your initial response should be at least 300 words. Then reply to two (2) other posts. Your response should be of at least 100 words each.  Feel free to exceed these minimum requirements. Try to pick students who do not have any comments yet. When commenting, please add to the conversation by making a connection to the other person.  Please compose your post in academic prose that demonstrates clear purpose and logical organization. Most importantly, make sure your initial post comprises of more than one paragraph.

    **## WeekFourpleasereadcarefully.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of one’s Own,”
    [Chapter 1](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html)

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**

    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    · eBooks

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    ·
    **Checklist:**

    · Read lesson material/watch videos

    · Complete annotation

    · Complete the discussion board posts and the responses

    · Complete the one reading quiz

    · Submit major assignment

    The textbooks for this class are all open access, which means you can access them by clicking on the hyperlink. No need to purchase or pay for it.

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    – 1
    – 2

  • [Solved] myths

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    – What moral or cultural assumption is each story challenging? – What is the role of the individual within each society? – How does the story use allegory, fable, or speculative fiction to communicate its critique Write 200-300 words response to the prompt below. Be thoughtful and honest. I'm genuin…

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    – What moral or cultural assumption is each story challenging?
    – What is the role of the individual within each society?
    – How does the story use allegory, fable, or speculative fiction to communicate its critique
    Write 200-300 words response to the prompt below. Be thoughtful and honest. I'm genuinely interested in learning from you and about you in our Discussion Forums.
    **Prompt:**
    Choose _two_ of these stories and compare how they use fiction to critique a societal norm or value. Be sure to:
    – Identify the setting and the stakes of these alternative societies. Are the dystopian, utopian, how do they look like our own world or not?
    – Identify the myth or assumption about our own world that each story is confronting (for example: “violence brings order").
    – Use at least **one direct quote from each story** to support your interpretation.
    – Explain how the stories made you feel: Disturbed? Empowered? Conflicted?
    i have attached stories below
    \
    speech_sounds.pdf](https://www.sweetstudy.com/files/speech-sounds-pdf "speech_sounds.pdf")
    \
    Omelas.pdf](https://www.sweetstudy.com/files/omelas-pdf-10335497 "Omelas.pdf")
    \
    jackson_lottery.pdf](https://www.sweetstudy.com/files/jackson-lottery-pdf-10335499 "jackson_lottery.pdf")

  • [Solved] Education Assignment due ASAP

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    In-depth study guidance and analytical solution covering Education Assignment due ASAP.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] dis

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    Speculative fiction doesn’t just entertain—it shapes how we imagine the future of our planet. After reading: – Helen Simpson’s _“Diary of an Interesting Year”_ – Mike McClelland’s _“The Secrets of the Last Greenland Shark”_ Choose **one idea or theme** that both stories explore such as survival, com…

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    Speculative fiction doesn’t just entertain—it shapes how we imagine the future of our planet. After reading:
    – Helen Simpson’s _“Diary of an Interesting Year”_
    – Mike McClelland’s _“The Secrets of the Last Greenland Shark”_
    Choose **one idea or theme** that both stories explore such as survival, community, extinction, hope, collapse, adaptation, or memory and write a 300–400 word post comparing how each author handles that idea.
    Your post must:
    – **Cite at least one direct passage from each story** to support your points.
    – **Analyze** how each author uses narrative techniques of world building to shape the reader’s emotional response.
    – Reflect on your own reaction: What did you feel reading these futures? What seemed familiar or unfamiliar?

  • [Solved] provide a reply as s DNP student to the following post. use at least 2 scholarly references no older than 5 years old

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    reply to Javi **Week 8 Discussion** The Agency for Healthcare Research and Quality (AHRQ) provides access to a range of evidence-based clinical practice guidelines aimed at improving patient care and outcomes. Out of these, recommendations concerning the prevention of Catheter-Associated Urinary Tra…

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    reply to Javi
    **Week 8 Discussion**
    The Agency for Healthcare Research and Quality (AHRQ) provides access to a range of evidence-based clinical practice guidelines aimed at improving patient care and outcomes. Out of these, recommendations concerning the prevention of Catheter-Associated Urinary Tract Infections (CAUTIs) seem to be especially noteworthy because such infections are systematically discovered to be widespread in a medical practice (AHRQ, 2025). CAUTIs form one of the most frequent categories of healthcare-associated infections (HAIs), and they commonly emerge due to the inappropriate usage or unreasonably long use of indwelling urinary catheters. In October 2008, the Centers for Medicare & Medicaid Services (CMS) ceased reimbursing hospitals for hospital-acquired CAUTIs, requiring hospitals to develop effective prevention strategies. AHRQ addresses this aspect by providing tools, research, and resources to reduce the incidence of CAUTI.
    There exist various clinical practice guidelines related to the topic, one of which is Strategies to Prevent Catheter-Associated Urinary Tract Infections in Acute Care Hospitals, developed by the Society for Healthcare Epidemiology of America (SHEA) and available on the American Government website, AHRQ National Guideline Clearinghouse. This guideline combines existing data on strategies that can be adopted in acute care facilities to prevent CAUTIs (Clarke et al., 2020). It addresses various issues related to the use of urinary catheters, including when to use them, methods for inserting catheters, maintaining catheters, and removing them.
    One of the key recommendations in the guideline is that daily review processes should be employed to identify the need for indwelling urinary catheters, and they should be removed when no longer necessary. The recommendation is supported by Level II evidence, which implies that it is based on well-conducted cohort or case-control studies. This recommendation is based on the fact that a prolonged use of catheters without any necessity leads to a high probability of CAUTI development (Clarke et al., 2020). Hospitals can also achieve this by initiating a program of structured daily assessments, frequently conducted through nurse-initiated protocols or physician reminders, so that catheters are removed as soon as they are no longer medically necessary, thereby lowering infection rates.
    Looking at the overall recommendations in the guideline, it can be observed that the majority of the recommendations are evidence-based, but not all are at the top level (Level I evidence, which generally involves randomized controlled trials). Others are based on Level II or III evidence, such as observational studies or expert consensus, particularly where a prospective randomized trial is not feasible or is otherwise ethically problematic. For example, suggestions regarding adequate hand hygiene before inserting a catheter tend to be supported by observational data and conjecture rather than massive, randomized trials. Nonetheless, these practices are generally realizable as critical elements of infection control due to their high face validity and overall compound effect in real-world contexts.
    In summary, the SHEA guideline on the prevention of CAUTIs provides an elaborate roadmap for minimizing such infections in acute care hospitals. Some of the principal suggestions are supported by solid evidence, whereas others are realistic methods based on observation and the judgment of specialists. To reduce the rates of CAUTIs and enhance patient safety, healthcare institutions should implement a comprehensive approach to facilitate the inclusion of these evidence-based practices. With the development of the discussion, two DNP Essentials have been incorporated. DNP Essential II was integrated through the use of organizational leadership in deploying evidence-based methods to prevent CAUTIs (Waldrop et al., 2023). In addition, DNP Essential IV was developed by utilizing a healthcare database and clinical practice guidelines provided by AHRQ to support clinical decision-making. An understanding of the healthcare landscape was used as a role-specific competency in reviewing CMS reimbursement policies and their impact on patient safety initiatives.
    **References**
    Agency for Healthcare Research and Quality (AHRQ) (2025). https://www.ahrq.gov/topics/index.html
    Clarke, K., Hall, C. L., Wiley, Z., Tejedor, S. C., Kim, J. S., Reif, L., … & Jacob, J. T. (2020). Catheter‐associated urinary tract infections in adults: diagnosis, treatment, and prevention. _Journal of Hospital Medicine_, _15_(9), 552-556.
    Waldrop, J., Reynolds, S. S., McMillian-Bohler, J. M., Graton, M., & Ledbetter, L. (2023). Evaluation of DNP program essentials of doctoral nursing education: A scoping review. _Journal of Professional Nursing_, _46_, 7-12. https://doi.org/10.1016/j.profnurs.2022.11.009

  • [Solved] unit 5

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    **http://www.agnesdenesstudio.com/works7.html** **https://www.mayalinstudio.com/memory-works/ghost-forest-msp** **https://www.kanopy.com/en/lapl/video/196818** After engaging with all of the following: – Agnes Denes’s _Wheatfield — A Confrontation_ – Maya Lin’s _What is Missing?_ project – The docum…

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    **http://www.agnesdenesstudio.com/works7.html**
    **https://www.mayalinstudio.com/memory-works/ghost-forest-msp**
    **https://www.kanopy.com/en/lapl/video/196818**
    After engaging with all of the following:
    – Agnes Denes’s _Wheatfield — A Confrontation_
    – Maya Lin’s _What is Missing?_ project
    – The documentary _Waste Land_ (dir. Lucy Walker)
    Write a **two-part response (500–600 words total)**:
    #### **Part 1: Comparative Analysis (350–400 words)**
    Respond to the following questions using **all three works**:
    – How does each artist confront ecological degradation or loss in their work?
    – What creative strategies—materials, scale, symbolism, storytelling—do they use?
    – How does each work connect **art to action**—in terms of policy, emotion, or awareness?
    – Which work impacted you the most, and why?
    Use **at least one direct reference or detail** from **each** of the three works to support your analysis.
    #### **Part 2: Creative Proposal (150–200 words)**
    Inspired by the works you've studied, imagine your own small-scale **eco-activist artwork or public intervention.** Your project may be real, speculative, or conceptual. Include:
    – **Title of your project**
    – **What it would look like or involve**
    – **What environmental issue it engages**
    – **What kind of response you hope to provoke**
    Your intervention doesn’t have to offer a solution—it should provoke reflection or start a conversation.
    ### **Submission Guidelines:**
    – Write in paragraph form. This is a journal, not a list.
    – You may write in a personal or reflective tone, but support your insights with **specific examples** from the artworks and readings.

  • [Solved] Provide a reply as a DNP student using at least 2 scholarly references no older than 5 years

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    to Alexis Find a Clinical Practice Guideline of your interest. Briefly describe it. The _Heart Failure: Evaluation and Care of Patients with Left-Ventricular Systolic Dysfunction_ guideline, published by the Agency for Health Care Policy and Research (AHCPR), provides a comprehensive, evidence-based…

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    to Alexis
    Find a Clinical Practice Guideline of your interest. Briefly describe it.
    The _Heart Failure: Evaluation and Care of Patients with Left-Ventricular Systolic Dysfunction_ guideline, published by the Agency for Health Care Policy and Research (AHCPR), provides a comprehensive, evidence-based framework for the diagnosis and management of patients with reduced left ventricular ejection fraction (Agency for Health Care Policy and Research [AHCPR], 1994). This clinical practice guideline emphasizes early identification through clinical assessment, echocardiography, and electrocardiography. It outlines pharmacologic interventions such as ACE inhibitors, beta-blockers, and diuretics, alongside non-pharmacologic recommendations including patient education, lifestyle modifications, and routine follow-up care. The guideline supports a multidisciplinary care approach and recommends specialist referral for complex or treatment-resistant cases. It serves as a model for structured, evidence-informed practice and remains relevant in illustrating the foundational components of quality improvement, care standardization, and patient-centered interventions that are central to advanced nursing practice (Smith et al., 2023; Johnson & Lee, 2024).
    **Report on one recommendation and the level of evidence associated with the recommendation**
    One key recommendation from the _Heart Failure: Evaluation and Care of Patients with Left-Ventricular Systolic Dysfunction_ guideline (Agency for Health Care Policy and Research [AHCPR], 1994) is the use of angiotensin-converting enzyme (ACE) inhibitors for all patients with left ventricular systolic dysfunction, unless contraindicated. This recommendation is supported by strong clinical trial evidence demonstrating that ACE inhibitors reduce mortality and morbidity by improving cardiac function and delaying the progression of heart failure (Brown et al., 2023).
    The level of evidence supporting this recommendation is **Level I**, which refers to evidence derived from multiple well-designed randomized controlled trials (RCTs) or meta-analyses of RCTs. The guideline developers synthesized data from large clinical trials showing significant benefits of ACE inhibitors, including improved survival rates and reduced hospitalizations. The high quality and consistency of these studies provide a solid foundation for this recommendation to be considered a standard of care in managing systolic heart failure (Lee & Patel, 2024).
    **Examine the recommendations. Were all recommendations based on study findings with the highest level of evidence? Explain**
    The _Heart Failure: Evaluation and Care of Patients with Left-Ventricular Systolic Dysfunction_ guideline (Agency for Health Care Policy and Research [AHCPR], 1994) incorporates recommendations that vary in the strength and level of supporting evidence. While some key recommendations, such as the use of ACE inhibitors and beta-blockers, are grounded in Level I evidence derived from multiple high-quality randomized controlled trials (RCTs), not all recommendations within the guideline reach this highest standard of evidence (Miller & Thompson, 2023).
    Certain recommendations, particularly those related to patient education, lifestyle modifications, and referral protocols, are supported by expert consensus and observational studies due to the limited availability of RCTs addressing these aspects directly. These are classified as Level III or IV evidence, where findings stem from well-designed cohort or case-control studies, or expert opinion when higher-level evidence is unavailable (Nguyen et al., 2023).
    The guideline development process explicitly acknowledges this variability, using a structured approach to grade evidence quality and recommendation strength. This balanced methodology allows incorporation of practical clinical considerations alongside rigorous scientific data, recognizing that some components of care, such as self-management education, are critical despite not being supported by randomized trials (Williams & Garcia, 2024).
    In summary, while the most impactful pharmacologic treatments recommended by the AHCPR guideline are supported by the highest level of evidence, a portion of the guideline’s recommendations relies on lower-level evidence or expert consensus. This approach reflects the complexities of clinical practice and underscores the importance of integrating best available evidence with clinical judgment and patient preferences (Roberts et al., 2023).
    **References**
    Agency for Health Care Policy and Research. (1994). _Heart failure: Evaluation and care of patients with left-ventricular systolic dysfunction_ (Clinical Practice Guideline No. 11; AHCPR Publication No. 94-0612). U.S. Department of Health and Human Services. [https://www.ncbi.nlm.nih.gov/books/NBK52349](https://www.ncbi.nlm.nih.gov/books/NBK52349/)
    Brown, K. M., Evans, S. R., & Carter, A. (2023). Efficacy of ACE inhibitors in systolic heart failure: A meta-analysis of randomized controlled trials. _Journal of Cardiovascular Nursing_, 38(1), 45–53. https://doi.org/10.1097/JCN.0000000000000901
    Johnson, L., & Lee, H. (2024). Multidisciplinary approaches in managing heart failure: Current evidence and clinical applications. _Heart & Lung_, 53, 15–22. https://doi.org/10.1016/j.hrtlng.2023.11.008
    Lee, Y., & Patel, N. (2024). The impact of pharmacologic interventions on heart failure outcomes: A systematic review. _American Journal of Medicine_, 137(2), 172–180. https://doi.org/10.1016/j.amjmed.2023.09.012
    Miller, J., & Thompson, R. (2023). Levels of evidence in cardiovascular clinical guidelines: An overview. _Circulation: Heart Failure_, 16(3), e009880. https://doi.org/10.1161/CIRCHEARTFAILURE.122.009880
    Nguyen, T. H., Fernandez, L., & Carter, J. (2023). The role of patient education in heart failure management: Evidence and strategies. _Patient Education and Counseling_, 106(1), 15–22. https://doi.org/10.1016/j.pec.2022.10.002
    Roberts, S., Kim, J., & Wang, M. (2023). Balancing evidence and clinical judgment in heart failure treatment: A narrative review. _Journal of Advanced Nursing_, 79(5), 1347–1359. https://doi.org/10.1111/jan.15422
    Smith, A. J., Green, D., & Walker, P. (2023). Quality improvement in heart failure care: Frameworks and outcomes. _Nursing Clinics of North America_, 58(2), 203–217. https://doi.org/10.1016/j.cnur.2023.02.003
    Williams, E., & Garcia, M. (2024). Integrating evidence and expert consensus in clinical guidelines: A case study. _Health Policy and Practice_, 9(1), 40–48. https://doi.org/10.1097/HP.0000000000000079